scholarly journals The impact of sport activities on basic motor skills of children with autism

2019 ◽  
Vol 23 (3) ◽  
pp. 138-144
Author(s):  
O. Huseyin
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Life Skills ◽  
Children With Autism ◽  
Wilcoxon Test ◽  
Sports Training ◽  
Exercise Programs ◽  
Study Results ◽  
Significant Difference ◽  
The Impact

Background and Study Aim: This study aims to investigate the impact of sports training on basic motor skills of children with autism. Material and Methods: The study included sixteen children with autism who were aged between 12-16 years. The study aims to present the difference between basic motor skills of children with autism before sports training and after taking sports training for 12 weeks. The study was conducted in experimental design and compared values before and after sports training. SPSS 23.0 statistics program was used to perform statistical assessment of the data. The non-parametric Wilcoxon test was used for intragroup changes of fine and gross motor development, balance, life skills and self-care test data in the test battery. Results: At the end of a 12-week study, positive developments were observed in balance, catching, skipping, basic gymnastics, and some psychomotor and life skills, while no significant difference was observed in throwing skills. Based on daily life generalization, it can be said that the learned skills positively contribute to life standards of individuals with autism. Conclusions: The study results show that exercise programs also develop the physical fitness levels of children with autism. At the end of a 12-week sports training, a positive development was seen in basic motor skills and life skills. It is thought that useful results can be obtained with such exercise programs.

scholarly journals Motor skills of children with autism spectrum disorder

2019 ◽  
Vol 21 ◽  
Author(s):  
Gabriele Radünz Kruger ◽  
Jennifer Rodrigues Silveira ◽  
Alexandre Carriconde Marques
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Motor Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Wilcoxon Test ◽  
Personal Hygiene ◽  
Gross Motor Development ◽  
Life Habits

Abstract The objective of this study is to describe variables of life habits associated with motor skills of children with autism spectrum disorder aged 8-10 years living in the city of Pelotas / RS. A questionnaire about lifestyle was applied and the Test of Gross Motor Development-2 (TGMD-2) was applied to assess motor skills. Independent T-test, ANOVA and Wilcoxon test were used to compare means. The study consisted of 49 individuals (42 males). The results indicate that the higher the level of ASD, the better the motor skills. Children making use of medications have greater deficits in motor skills. Higher scores on motor skills are associated with greater participation in physical education classes. Motor skills are strongly associated with independence in activities of the daily living, food, personal hygiene, dressing and bathing. The importance of the creation of PA programs aiming at improving the motor skills of this population was highlighted.

Speech Methodologies in Cleft Palate Assessment: A Pilot Project to Compare Two Phonetically Different Sentence Sets

2013 ◽  
Vol 20 (1) ◽  
pp. 49-72
Author(s):  
Jennie Smith ◽  
Tim Pring ◽  
Debbie Sell
Keyword(s):  
Cleft Palate ◽  
Pilot Project ◽  
Wilcoxon Test ◽  
Consecutive Series ◽  
Video Recordings ◽  
Significant Difference ◽  
The Difference ◽  
Audio Video ◽  
Age Range ◽  
The Impact

Objective: To investigate the impact of the phonetic content of two sentence sets on speech outcomes, specifically the effects of nasal phonemes. Method: Audio-video recordings of a consecutive series of 15 participants (age range 4–22 years), with cleft palate (syndromic or non-syndromic), with and without velopharyngeal dysfunction were taken. Participants repeated Sentence Set 1 (with nasals across sentences) and Sentence Set 2 (without nasals except the three nasal target sentences) during a routine speech recording. Two experienced Specialist Speech and Language Therapists, blinded to the study’s purpose, analyzed participants’ speech using the Cleft Audit Protocol for Speech-Augmented (CAPS-A). On day 1, recordings included Sentence Set 1. On day 2, 23 days later, recordings included Sentence Set 2. Main results: The difference between Sentence Set 1 and Sentence Set 2 ‘total scores’ (sum of scores on all CAPS-A parameters) was significant. The Pearson Product Moment showed high correlation. A Wilcoxon test revealed a significant difference between Sets 1 and 2 on the hypernasality parameter, and this alone accounted for the significant difference in total scores. Conclusion: The inclusion or exclusion of nasal consonants in the sentence set significantly affected perceptual ratings of hypernasality but none of the other CAPS-A parameters, highlighting the need for further investigation into perceptual nasality ratings.

scholarly journals Influence of adaptive physical education on motor possibilities, behavior and quality of life of children with autism

2020 ◽  
Vol 6 (2) ◽  
pp. 41
Author(s):  
O.V. Musiyenko ◽  
R.V. Chopyk ◽  
N.B. Kizlo
Keyword(s):  
Quality Of Life ◽  
Physical Education ◽  
Motor Skills ◽  
Motor Development ◽  
Self Care ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Adaptive Physical Education ◽  
And Behavior

<p><strong>The </strong><strong>aim</strong> of the work is to establish the impact of adaptive physical education classes according to our proposed method on the motor abilities and behavior of children with autism spectrum disorders and on the quality of life of their families.</p><p><strong>Material and methods</strong>. Analysis and generalization of literature data on the peculiarities of psycho-motor development of children with autism, their behavior. Development of methods of adaptive physical education of children with autism, which includes exercises for the development of general and fine motor skills, imitation, coordination of movements and the development of physical qualities such as strength, agility, flexibility. Expert assessment of test exercises. Questionnaire of parents about the psychophysical condition of their children and the quality of life of families raising a child with autism. Methods of mathematical statistics.</p><p><strong>Results</strong>. It has been established that children with autism have significant impairments of motor activity and psychophysical condition, which significantly affects the quality of life of children and their families. There is a very low level of development of motor skills. Parents of children in the experimental group noted that from now on their children began to have fewer problems with movement, their movements became more coordinated and it became easier to move. In terms of self-care and self-care, the difficulties became less significant (average level), the usual daily activities also became easier, the phenomena of discomfort and anxiety decreased.</p><p><strong>Conclusions</strong>. Children with autism have significant deviations in motor development, arbitrariness of movements, understanding of expediency of movements, general motility of the body. Classes in adaptive physical education according to our proposed method allowed children with autism to overcome most motor disorders, which was a prerequisite for improving higher nervous activity and behavior. Significant improvement of psychophysical condition of children as a result of employment, and also growth of quality of life is established.</p>

Kinaesthetic Acuity and Motor Skills of Preschool Children with a Congenital Visual Impairment Preliminary Findings

1997 ◽  
Vol 14 (1) ◽  
pp. 72-79 ◽  
Author(s):  
Shirley R. Wyver ◽  
David J. Livesey
Keyword(s):  
Preschool Children ◽  
Visual Impairment ◽  
Motor Skills ◽  
Motor Development ◽  
Verbal Ability ◽  
Cross Sectional ◽  
Movement Assessment ◽  
The Difference ◽  
The Impact ◽  
Acuity Test

ABSTRACTThis paper presents the preliminary findings of a study examining the impact of congenital visual impairment on the development of motor skills and kinaesthetic acuity. Studies of children with a visual impairment have consistently noted deficits in motor development. It was hypothesised that these deficits may be linked with poor kinaesthetic sensitivity. Six preschool children with a visual impairment (mean age 55.17 months) were compared to nine classmates (mean age 56.67 months) matched for age, gender, and general verbal ability, on modified tasks from the Movement Assessment Battery for Children (M-ABC) and the Kinaesthetic Acuity Test (KAT). Although the difference between groups was significant for one task only (static balance), it was noted that all differences observed were in the hypothesised direction. Further longitudinal or cross-sectional data are required to provide a more comprehensive analysis of the relationship between vision impairment, kinaesthetic development, and motor skills.

scholarly journals The impact of auditory rhythmic cueing on gross motor skills in children with autism

2018 ◽  
Vol 30 (8) ◽  
pp. 1063-1068 ◽  
Author(s):  
Samah Attia El Shemy ◽  
Mohamed Salah El-Sayed
Keyword(s):  
Motor Skills ◽  
Children With Autism ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
The Impact

scholarly journals THE IMPACT OF SPORT GAMES EXERCISE PROGRAMS ON THE DEVELOPMENT OF SPECIFIC MOTOR ABILITIES IN ADOLESCENTS WITH INTELLECTUAL IMPAIRMENT

2020 ◽  
pp. 249
Author(s):  
Aleksandar Pejčić ◽  
Miodrag Kocić
Keyword(s):  
Motor Skills ◽  
Statistical Significance ◽  
Exercise Program ◽  
Experimental Program ◽  
Control Group ◽  
Mental Impairment ◽  
Motor Abilities ◽  
Significant Difference ◽  
And Control ◽  
The Impact

The aim of this study was to determine the effects of a sports games experimental program on improving specific motor abilities in adolescents with mental impairment. The study was conducted on a sample of 60 adolescents diagnosed with mild mental impairment, divided into two groups (experimental group EG, and control group CG) with an equal number of participants. The special program of sports games lasted for 12 weeks, with a weekly frequency of four times and a duration of 30 minutes per training. The participants of both groups were tested with the same variables within the specific motor skills for the sport of football and basketball. After a twelve-week experimental program of sports games, there were statistically significant improvements in the EG in the variables: SMFS, SMDR, SMCP with a statistical significance of r=0.000. The results of the ANOVA and MANOVA analyses indicated that after the application of the specific sports games program there was a statistically significant difference in the benefits for the EG compared to the CG, in the parameters of specific motor abilities with a statistical significance r=0.000 and the size of the impact. Based on these research results, it can be concluded that a specific exercise program conducted within twelve-week training of specifically dosed sports activities has significantly contributed the development of specific motor skills for football and basketball.

scholarly journals Is it important to overcome motor problems of elementary school-age students?

2021 ◽  
Vol 8 (1) ◽  
pp. 94-104
Author(s):  
Citra Rahmawati ◽  
S Suhardi ◽  
Ali Mustadi
Keyword(s):  
Elementary School ◽  
Motor Skills ◽  
Motor Development ◽  
Future Research ◽  
School Students ◽  
Universal Intervention ◽  
Elementary School Age ◽  
Motor Problems ◽  
The Right ◽  
The Impact

The purpose of writing this article is to find out about the importance of overcoming motor problems of elementary school-aged students. The method used is a literature review study. Impaired motor development can cause learning difficulties. This will have an impact on students such as low scores, low achievement, and difficulties in learning. In addition to matters related to academics, students usually feel embarrassed or make other friends feel annoyed and uncomfortable. Seeing the impact caused by motor problems can interfere with the learning process of children, it requires intervention from the school, especially by teachers who interact more intensively with children. Motor problems experienced by elementary school students certainly require intervention, as an initial screening to find out problems that may be experienced by students, it is necessary to do a universal intervention. This universal intervention is an intervention given to students whose problems at first are not known. Four aspects can benefit from optimizing the development of children's motor skills. The four aspects are the child's physiological, emotional, cognitive, and social. Other benefits are also grouped based on the optimization of fine and gross motor skills. Recommendations for future research to examine more deeply the motor problems of elementary school-aged students, so that the right method can be found to overcome them.

scholarly journals Impact of the English Advanced Placement (AP) Program on College Grade Point Average among Rural Appalachian Students

2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Shannon Deaton
Keyword(s):  
Grade Point Average ◽  
Advanced Placement ◽  
Eastern Kentucky ◽  
Grade Point ◽  
First Semester ◽  
College And University ◽  
Study Results ◽  
Significant Difference ◽  
Act Score ◽  
The Impact

This study explored the impact of the English Advanced Placement (AP) program on college success among rural Appalachian students attending four private colleges in central and eastern Kentucky: Alice Lloyd College, Georgetown College, Lindsey Wilson College, and University of the Cumberlands. A Pearson Product-Moment Correlation r and an independent-samples t-test were conducted. With respect to rural Appalachian students, statistical analyses revealed that the English ACT score is a better predictor of first-semester college grade point average than the English AP score. Analyses also revealed no statistically significant difference between first-semester college GPAs of rural Appalachian students with English AP credit and rural Appalachian students without AP credit. The study results are helpful for students, parents, administrators, and policymakers evaluating the English AP program at local high schools and colleges.  

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